4 Corners
2 public and 1 indpependant school
Boosting teacher quality
School Number 1-Toronto High school
- Out of control… new leader. Early 2008 – restored order
- Whole school suspension and individual
- Handle tough
- Clear expectations
- Create the right conditions so that learning can continue
- Daily school attendance increase to 90%
- Having a chat with the kids regarding behavior situation
- Rebuilding a rapport with the student and the community
- - Principals should have the resources to make a difference
- Teacher and environment help student to do well
Teacher quality improving as result
- Increased pride in school
- power to the principal/leader - Teacher Develpment Position introduced
IN SUMMARY TEACHER STUDENT RELATIONSHIP VITAL
School Number 2 - Knox Grammar
- Rich in tradition and history
- Never changing but ever changing
- Complacency – how to lift performance in affluent students
- 2004 – all department heads have been replaced - Leaders Set Direction and picks his team - encouraged critical thinking E.G. -Problem Solving
- Independent hence ability to chart their own course
- Focus on teacher performance and the kids
- Professional Development Unit – offers feedback to teachers
- Targeted questioning
- Student feedback encouraged
- Openness and peer review- improve teacher quality
- Teacher mentors to the students – bringing out the information from within
School Number 3 - Hume Central School
- Students lacked engagement and did not have goals for the future
-Super Principal appointed after 3 schools shut down to form one.
- Non English speaking background (85%)
- Team teaching, mentoring and staff are assessed on a weekly basis
- Need to observe about what is happening in the classroom
- Principal able to hire and fire teachers
Comments from teachers
Quality teaching
Valuing education
Student teacher relationship
Active leadership – and head teachers – immediate consequences
Principles having more power
Immediate feedback from students on a regular basis rather than just on a weekly basis
Team teaching – Good idea but need to coached on how to do this affectively at NDC
Team teaching, mentoring and staff are assessed on a weekly basis. Vital for this to be effective at NDC or even to work.
Feedback - How to improve not what has been done well. Area's to be improved upon.
Need to create a culture that encourages/promotes this type of educational setting. Improving across the board as school/community
Teachers mentors – students need to be driven and staff need to be driven to act as mentors/coaches
Re-enforcing for all students – challenging the students to do better
Teachers care and support from colleagues
4 Corners
2 public and 1 indpependant school
Boosting teacher quality
- Out of control… new leader. Early 2008 – restored order
- Whole school suspension and individual
- Handle tough
- Clear expectations
- Create the right conditions so that learning can continue
- Daily school attendance increase to 90%
- Having a chat with the kids regarding behavior situation
- Rebuilding a rapport with the student and the community
- - Principals should have the resources to make a difference
- Teacher and environment help student to do well
Teacher quality improving as result
- Increased pride in school
- power to the principal/leader - Teacher Develpment Position introduced
IN SUMMARY TEACHER STUDENT RELATIONSHIP VITAL
School Number 2 - Knox Grammar
- Rich in tradition and history
- Never changing but ever changing
- Complacency – how to lift performance in affluent students
- 2004 – all department heads have been replaced - Leaders Set Direction and picks his team - encouraged critical thinking E.G. -Problem Solving
- Independent hence ability to chart their own course
- Focus on teacher performance and the kids
- Professional Development Unit – offers feedback to teachers
- Targeted questioning
- Student feedback encouraged
- Openness and peer review- improve teacher quality
- Teacher mentors to the students – bringing out the information from within
School Number 3 - Hume Central School
- Students lacked engagement and did not have goals for the future
-Super Principal appointed after 3 schools shut down to form one.
- Non English speaking background (85%)
- Team teaching, mentoring and staff are assessed on a weekly basis
- Need to observe about what is happening in the classroom
- Principal able to hire and fire teachers
Comments from teachers
Quality teaching
Valuing education
Student teacher relationship
Active leadership – and head teachers – immediate consequences
Principles having more power
Immediate feedback from students on a regular basis rather than just on a weekly basis
Team teaching – Good idea but need to coached on how to do this affectively at NDC
Team teaching, mentoring and staff are assessed on a weekly basis. Vital for this to be effective at NDC or even to work.
Feedback - How to improve not what has been done well. Area's to be improved upon.
Need to create a culture that encourages/promotes this type of educational setting. Improving across the board as school/community
Teachers mentors – students need to be driven and staff need to be driven to act as mentors/coaches
Re-enforcing for all students – challenging the students to do better
Teachers care and support from colleagues